Utilizing Critical Race Theory to Promote Multicultural Counseling Competency

• In Event: 18.043 - Using Critical Race Theory to Extend Methodological Inquiry in the Field of Education Research

Abstract

In this presentation, I will discuss preliminary findings of an innovative multicultural counseling pedagogical intervention in which students were graded according to completion of individually designed learning contracts as opposed to conventional assessments such as reviews of the literature and tests. As part of their learning contracts, students were instructed to develop weekly blog posts documenting their knowledge and awareness of relevant topical issues. As part of the course, they were also required to demonstrate this knowledge and understanding by way of competent multicultural counseling skills.
Utilizing multiple cases, the ultimate goal of the study was to identify and understand the individual and contextual factors and processes associated with students’ personal sense of multicultural knowledge and awareness in relation to multicultural counseling skills. In addition to qualitative interviews and blog posts, survey data and counseling checklists were also collected. Based on the data analysis, students were found to increase their self-perceived levels of multicultural knowledge and awareness. For example, most students reported that they were more aware and understood more about different cultures as the semester progressed. However, blog posts seemed to suggest that awareness of subtle racial dynamics such as issues pertaining to power and privilege differentials did not advance as much as their knowledge. Further, students who demonstrated more advanced knowledge and awareness of multicultural topics, also demonstrated more advanced counseling skills. The findings have implications for those interested in helping students’ covert their understanding and awareness of abstract concepts to tangible multicultural counseling skills. Finally, in the paper I will focus on the methods that are used and how they transact CRT while investigating this innovative multicultural counseling pedagogical intervention.

Author

• Malik S. Henfield, University of San Francisco